Which is a condition for the formation of interests, the need for activity, which is a condition for the formation of interests, the need for activity, contributes to a more successful socialization of the student, contributes to a more successful socialization of the student, determines his success in cognition, the specifics of mastering the components of educational activity. determines his success in cognition, the specifics of mastering the components of educational activity.
Eureka - search, finding in the course of acquiring knowledge brings success and satisfaction to the student in obtaining even a small result. Eureka - search, finding in the course of acquiring knowledge brings success and satisfaction to the student in obtaining even a small result.
Lesson-research includes the following structural components, which simultaneously become lesson stages: Lesson-research includes the following structural components, which simultaneously become lesson stages: 1. First, you should find the subject of educational research. Children should be clear about what they will explore, what they will be looking for. 1. First you need to find the subject of educational research. Children should be clear about what they will explore, what they will be looking for. 2. The subject of the study will allow us to formulate the essence of the problem, most likely in a problematic issue. This question will become the basis of the educational task that the children will solve in the lesson. 2. The subject of the study will allow us to formulate the essence of the problem, most likely in a problematic issue. This question will become the basis of the educational task that the children will solve in the lesson. 3. Next, you should develop a research plan, determine ways to solve the problem, and the course of further actions. 3. Next, you should develop a research plan, determine ways to solve the problem, and the course of further actions. 4. Holding
In a mathematics lesson, a teacher can set a heuristic task for students in such an activity as solving a problem in several ways. In a mathematics lesson, a teacher can set a heuristic task for students in such an activity as solving a problem in several ways. This teaches children to make assumptions, make hypotheses and test them, compare mathematical results, draw conclusions, i.e. teaches you to think right. This teaches children to make assumptions, make hypotheses and test them, compare mathematical results, draw conclusions, i.e. teaches you to think right.
Task: Task: “One ship traveled 312 km in 8 hours. In how many hours will another ship travel 231 km if its speed is 6 km less than the speed of the first? “One ship traveled 312 km in 8 hours. In how many hours will another ship travel 231 km if its speed is 6 km less than the speed of the first?
Method 2 Method 2 1) How many km less will the second ship cover in 8 hours than the first one in the same time? 6 x 8 = 48 (km) 2) How far will the second ship travel in 8 hours? 312 - 48 = 264 (km) 3) What is the speed of the second ship? 264: 8 = 33 (km per hour) 4) In how many hours will the second ship travel 231 km? 231:33 = 7 (hour)
3 way 3 way 1) What is the speed of the first ship? 312: 8 = 39 (km per hour) 2) What is the speed of the second ship? 39 - 6 \u003d 33 (km per hour) 39 - 6 \u003d 33 (km per hour) 3) How far would the second ship travel in 8 hours? 33 x 8 = 264 (km) 4) How far would the second ship travel in 8 hours plus an unknown time? = 495 (km) 5) How much time would the second ship take to cover this route? 495: 33 = 15 (hours) 6) How much time did the second ship take to cover 231 km? 15 - 8 = 7 (hour)
There are a huge number of research techniques in Russian language lessons: There are a huge number of research techniques in Russian language lessons: this is a search for patterns; finding a conclusion, based on particular examples to a general one, or vice versa, applying the knowledge of scientific information, this is a search for patterns; finding a conclusion based on particular examples to the general one or vice versa, applying knowledge of scientific information, selection of particular examples; independent selection of information. selection of particular examples; independent selection of information.
In the lessons of the world, ecology, knowledge of the world, there is a huge scope for the use of heuristic tasks. Children are inquisitive explorers of the world around them. This feature is inherent in them by nature. In the lessons of the world, ecology, knowledge of the world, there is a huge scope for the use of heuristic tasks. Children are inquisitive explorers of the world around them. This feature is inherent in them by nature.
When studying educational material after the formation of basic knowledge, skills and abilities, it is necessary to work on solving problematic problems that require the use of heuristic techniques. And this leads to search work: When studying educational material after the formation of basic knowledge, skills and abilities, it is necessary to work on solving problematic problems that require the use of heuristic techniques. And this leads to search work: Search for creativity Search for creativity Search for patterns Search for patterns Search for truth Search for truth Problem-based learning method Problem-based learning method Investigative method Investigative method Heuristic learning method Heuristic learning method
Signs of a heuristic conversation: a) each question represents a logical search step; b) all questions are interconnected; c) the search proceeds with partial independence of students under the guidance of a teacher: the teacher directs the search path, and the students solve partial problems, then the teacher: the teacher directs the search path, and the students solve partial tasks, that is, the steps of an integral task; there are steps of a holistic task; d) the search is focused on obtaining knowledge and methods of obtaining knowledge, or on proving the truth of the latter; to prove the truth of the latter; e) the success of the search is ensured by the available stock of initial knowledge.
Heuristic techniques Reformulation of the problem, i.e. replacing it with an equivalent but simpler task; reformulation of the problem, i.e. replacing it with an equivalent but simpler task; give a counterexample (for problems of proof); give a counterexample (for problems of proof); check for dimensions; check for dimensions; find a similar problem from previously solved ones; find a similar problem from previously solved ones; formulate some particular auxiliary task (subtask); formulate some particular auxiliary task (subtask); induction (lat; - guidance); consideration of particular cases leads to the solution of the problem in the general case; induction (lat; - guidance); consideration of particular cases leads to the solution of the problem in the general case;
Formulate a simpler problem; formulate a simpler problem; find a pattern; find a pattern; inference by analogy; inference by analogy; reception of small movements; for tasks in which it is required to choose from a certain set of figures the one that is the best; we take an arbitrary figure and try to improve it with small perturbations, i.e. of several of its properties, we change only one, trying to save the rest; reception of small movements; for tasks in which it is required to choose from a certain set of figures the one that is the best; we take an arbitrary figure and try to improve it with small perturbations, i.e. of several of its properties, we change only one, trying to save the rest; use continuity (for assessment tasks); use continuity (for assessment tasks);
Turn to the limiting case; consider an auxiliary problem, in which the condition or some data are obtained from the condition or data of the original problem by passing to the limit; turn to the limiting case; consider an auxiliary problem, in which the condition or some data are obtained from the condition or data of the original problem by passing to the limit; translate a task from one language to another; for example, from the language of geometry to the language of algebra or physics; translate a task from one language to another; for example, from the language of geometry to the language of algebra or physics; introduce an auxiliary figure (auxiliary unknowns). introduce an auxiliary figure (auxiliary unknowns).
The heuristic dialogue method makes it possible to strengthen the student's role in educational cognition, increase his cognitive independence and creative self-realization when mastering new material, since it has the following functional features necessary and sufficient for this: creative self-realization in the assimilation of new material, since it has the following functional features necessary and sufficient for this:
Teacher activity
1. Preparatory stage (updating knowledge).
Stage tasks:
1).Creating a high level of motivation for children to work in the classroom.
2). Development of voluntary attention.
3.) Fixing in the course of reflection the boundaries of knowledge - ignorance (setting the learning task).
4). Implementation of pedagogical diagnostics of possession of basic knowledge (students' readiness to master a new unit of content).
In the previous lessons, you got acquainted with the properties of air. Why is air important for all life on Earth?
What is the composition of air?
Can oxygen disappear from the air? Where does it get into the air?
As long as there are clean water bodies and plants on Earth, the air will be replenished with oxygen, which is so necessary for all living things.
Without what else can living organisms exist?
Right. The second most important source of life is water.
Emotional mood.(Slide #2 with soundtrack)
Announcement of the topic of the lesson: The priceless gift of nature.
Statement of the educational task.
Read the motto of our lesson.
How do you understand these lines?
What is the main idea of this saying?
What do you think, what task will we set for ourselves in the lesson?
To cope with its solution, we need to remember what role water plays in the life of living organisms.
I write on the board:
1. The role of water in the life of living organisms.
(Slides No. 3,4,6,7,8,10.)
Page for the curious. Slide number 5.
To get 1 ton of paper, you need to use 250 tons of water.
Count the amount of water in your body.
Slides №6,7,8,10
So let's repeat. How does a person use water?
Let's check our answers. (Slide number 9). What didn’t they say, didn’t know?
Do you think we have completed the task?
Pedagogical assessment.
2. Stage of assimilation of new material.
Stage tasks:
1). Develop students' speech (introduction of new words), communication skills (work in pairs).
2). Continue work on the development of educational, cognitive, general cultural, informational competence (work with a map, skills in experimental work, the ability to find information from various sources).
3). Develop analytical skills.
Is all the water available on the planet used by humans?
Where are the main fresh water resources located?
(Slides No. 10,11,12.)
Why do you think medical workers advise drinking melted water?
Use of the Internet.
What other bodies of water can have fresh water?
Lake Baikal is filled with the freshest water in the world. So this water was formed from the melting of glaciers? I'm right, what do you think? Help me figure it out.
Where can you find the truth?
Use of the Internet.
As you have already proved, fresh water bodies are of the greatest practical importance for humans. Take a look at the map. How many rivers flow in Russia?
Formulation of the problem.
At the beginning of the last century, it was hard to imagine that on Earth, rich in rivers and lakes, there would come a time of shortage of clean drinking water, a time when every cubic meter of it would have to be strictly accounted for. (Slide show #14,15.) Why this happened, we have to find out.
Board writing:
2 . Why are fresh water supplies limited?
I propose to listenfairy tale by A.A. Ryzhov “Once upon a time there was a river”.
(Slides No. 16-23.) I read a fairy tale, accompanied by a slide show.
A moment of rest - slide No. 17 (Spanish musical accompaniment)
Conversation.
How did the river help people?
How did people feel about the river?
What happened to the townspeople when the river left?
Could we live without rivers?
Guys, but maybe people don’t act like this with rivers everywhere, as in the fairy tale we read? And is there another reason for the depletion of clean fresh water?
regional component.
We live on the fertile Don land. The main sources of centralized water supply for 70% of the population of the Rostov region are the Don and Mius rivers, the Tsimlyanskoye and Sokolovskoye reservoirs. (Slide number 25.)
What do you think, is there a problem in our region of providing the residents of the region with clean drinking water?
(Slides No. 26,27,28.) How rivers are polluted.
What is the result of mismanagement of human activity? (Slides #29,30.)
Can you name the reason for the reduction in clean water supplies?
How does river pollution occur?
Unfortunately, the beauty and pride of Donetsk people and residents of the region, the Don River also got into the list of polluted rivers. What do you think was the main cause of the pollution of the river? (Slide No. 31 - wastewater discharge).
Formulation of the problem.
- How to help the rivers? (Write the question on the board.)
What tasks need to be solved for this?
- Do you want to participate in cleaning up the river??
Equipment: laboratory cups with clean and dirty water, empty cups, funnels, filters (according to the number of pairs of children in the class).
Safety briefing.
You have river water on your tables. In the 1st glass - from a clean one, in the 2nd - from a dirty one. Compare water in two glasses. What's the Difference?
In what water can fish, crayfish and other aquatic animals and plants live, and in what can not?
I suggest you help the river: purify the water with a filter so that it becomes clean again.
When all the water has passed through the filter, compare it to the water in a clean glass.
Thank you. Thanks to your efforts, the river has recovered.
What properties of water did you learn as a result of the work done? (In case of difficulty, I will arrange additional observations).
You will learn about other magical properties and transformations of water in the next lesson.
There are such large filters with which people purify the dirty water flowing into the river from factories and plants.
Remember how Crocodile Gena in the cartoon covered a hole in a pipe from which dirty factory water flowed. And if the hole is closed with a filter that purifies the water ...
Help me finish my thought.
- How is water purified with filters?? And how to install them on the rivers? Find answers in the textbook. (The task is offered to students by options).
Slide number 32.
Biofilters are also used, consisting of plantations of water hyacinth (eichornia), which selects complex chemical compounds with its long roots, decomposing them into simple and harmless elements. (Slide number 33)
What measures are being taken to clean up small rivers in the region?
Messages:
- The Temernik River asks for help...
- Wet Elanchik is reborn.
- While the river is still alive. Dry Elanchik River
In with. Yekaterinovka. (Messages are accompanied by slide show No. 34,35,36)
Have we found the answers to the questions? Estimate your share of participation in this work.
3. The stage of primary consolidation and application of knowledge.
Stage tasks:
one). Determining the level of assimilation of the material.
2). To develop the ability to use knowledge in an unusual situation.
3). Organization of communication and group interaction to work with understanding.
4). To form the skills of project activities.
Let's return to the problem that arose during the lesson:
How to help rivers become clean?
What can we do for the river that is next to us? (river in the village of Ekaterinovka Dry Elanchik).
Role-playing game .
Invite the children to act as ecologists - one group of guys, and villagers (actually they are them) - another group.
The groups are given the task: to discuss and summarize (possibly in writing) an environmental problem.
I provide assistance to teams during the course of work.
Acquaintance with the result of the activity.
What was not taken into account?
How to help the river become healthy?
4. Summary on a reflexive basis.
Stage tasks:
one). Develop the ability to adequately assess their work in the classroom.
2). To develop memory, the ability to reproduce the main points of the lesson.
3). Learn to isolate the main thing, draw conclusions.
- Let's get back to our lesson.Have we made a decision?
Give short answers to the questions posed during the lesson (written on the board).
What touched you the most in the lesson, did not leave you indifferent?
Why is river pollution dangerous?
Reflection of communication skills:
Did your group work work today?
Have you been able to listen to your comrades?
Who was the most active in your group?
Did group work help or hinder? Why?
Personal reflection:
Filling out a student's personal card:
1. I understood everything
Method - a word of Greek origin, means the path of research, the way to achieve something, theory, teaching. A specific feature of teaching methods, in contrast to the methods used in some other activity, is that learning is a two-way process, which combines, on the one hand, the teaching activity of the teacher, on the other hand, the learning activity of students.
In pedagogy, there are many definitions for the concept of "teaching method". Here are two of them:
teaching method is a way of interconnected activity of a teacher and students, aimed at solving the problems of training, education and development;
a teaching method is a way of transferring knowledge by a teacher and their assimilation by students (N.M. Verzilin).
Since there is no single definition of "teaching method", there is no single classification of methods. There are different approaches to the classification of teaching methods:
depending on the source of knowledge:
verbal (story, conversation, discussion, work with a textbook and other literature, briefing);
visual (demonstration of experiments, visual aids - natural objects, illustrative - models, paintings, films, etc.);
practical (laboratory and practical work, observations, experiments, experiments, exercises, modeling, activities in nature);
gaming (didactic, simulation, role-playing, theatrical and other types of games);
according to the nature of cognitive activity:
reproductive (explanatory and visual);
method of problematic presentation of educational material;
partial search (heuristic);
research;
for didactic purpose:
methods of studying new knowledge;
methods of consolidating knowledge;
control methods.
The same method can be placed in any type of classification. All these classifications do not contradict each other, but help to evaluate
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the value of a particular method in different learning situations. For example, such a verbal method as a story can be applied in several cases: firstly, in the process of explaining new material by the teacher, without asking for “help” from the students; secondly, within the framework of a problematic presentation (the teacher offers problematic questions and situations that children solve in the course of the teacher’s story, as if “helping” him explain the new material); thirdly, the teacher uses the storytelling method to consolidate knowledge. In MIOM, most often, a classification of teaching methods is used depending on the source of knowledge. Each teaching method can be considered from three sides: 1) the source of knowledge; 2) the nature of the teacher's activity; 3) the nature of the students' activities (Table 2). Table 2. Features of teaching methods depending on the source of knowledge , de activities of teachers and students Parties |
[methods of teaching the world around |
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|
verbal |
Visual |
Practical | ||
|
visual |
Practical work (activity), experiments, observations | |||
|
Doer |
Guides perception with the help of the word (speaking and listening) |
Guides perception through display or demonstration |
Guides perception through coaching |
Determines the rules of the game, manages the game |
|
Doer |
Perceive information (listen and speak) |
Receiving information through observation |
Perceive information on one's own performing practical |
Perceive information during the game |
The structural unit of any method is methodical approach. A methodical technique is a specific action of a teacher and students aimed at education. The same techniques are included in different teaching methods, and one way of communicating information can be implemented in different ways.
Methodological techniques according to the nature of the activities of the teacher and students can be divided into the following groups (classification by N.M. Verzilin and
V.M. Korsunskaya):
organizational practices. Their use is associated with different organization of the application of certain methods. For example, in verbal methods, children can answer either from the floor or at the blackboard, reading the text can be organized aloud or silently. Among practical methods, laboratory experiments can be carried out individually or collectively. In visual methods, a visual object can be demonstrated in front of a class, with a walk through the rows, in transfer from desk to desk;
technical methods, As a rule, they are associated with the use of various auxiliary equipment: fixtures, lights, devices, including technical training aids. So, in verbal methods, questions for a conversation can be given on cards or posters, knowledge testing is carried out with
using questionnaires in which children make the necessary entries. The role of technical methods in visual methods is especially great, because it is here that various devices are used to a greater extent. In practical methods, this is the use of instructional tables, cards, setting up experiments in vessels, on plots; fixing the results of observations and experiments in notebooks, calendars of nature and labor; modeling with various devices;
logical tricks contribute to the understanding of the educational material, and, therefore, influence the development of the mental activity of students. The educational process should be built in such a way as to stimulate the analytical and synthetic activity of the brain. This problem is solved by using didactic logical techniques.
There are the following logical methods:
a) comparison. Comparison helps to identify similarities and differences in objects and phenomena. For example, knowledge about the autumn color of leaves will be more complete if the autumn leaves of a particular plant are compared with summer ones. Comparison makes it possible to reveal the general and distinctive features of different plants and their individual parts, different groups of animals, plans and maps, various forms of the land surface, etc.;
b) opposition- this is a comparison of mutually exclusive features of objects and phenomena. As a result, the true essence of the object, phenomenon is revealed and the false one is discarded. So, when forming the concept of "fruit" by comparison, children identify a number of signs of fruits, including such common signs for all fruits as the presence of seeds in them and the fact that they are formed in place of a flower. But what signs are essential, the main ones for the fetus? Practice has shown that students, in addition to the indicated general features, also call the edibility of fruits essential. Based on this, children classify root crops, potato tubers, cabbage heads, etc. as fruits. In this case, the opposition technique is used: students are invited to consider cut root crops, potato tubers, cabbage heads, etc. Children do not find seeds in them. So, such a sign
as edibility, is excluded from the essential features of the fruit. The method of opposition makes it possible to identify the essential features of trees, shrubs, grasses, deciduous and coniferous plants, to determine the color of ice, etc.;
in) analogies. This technique is used when you need to independently compose a description of an object or phenomenon by analogy with that which was compiled collectively or which is given in a textbook for an identical object or phenomenon. For example, in a lesson on the topic “Plants of the field”, a characteristic of one of the plants is collectively compiled by identifying and recognizing signs. Other plants taken for study in the lesson, the children characterize on their own - by analogy. Analogy can be useful in studying the properties of substances, the characteristics of various components of natural zones, etc.;
G) classification. With its help, objects and phenomena are combined into groups according to similar characteristics. This technique requires a lot of analytical and synthetic activity of children. First, students must analyze the features of objects and phenomena, then find common ones among them (perform a synthesis), on the basis of which they combine them into groups. When studying the world around them, children distinguish the following groups: wildlife, inanimate nature; plants, mushrooms, animals; trees, shrubs, herbs; deciduous and coniferous plants; insects, fish, birds, animals, etc. The classification technique can be applied in two ways: the teacher himself gives the basis for the classification or suggests that students do it. In the first case, the task, as a rule, is formulated something like this: underline the names of domestic animals with one line, and wild ones with two. In the second case, the task can be formulated as follows: combine the listed animals into groups. At the same time, students themselves choose the basis for classification: some children can distinguish groups of domestic and wild animals, others - insects, birds, animals. Both results should be considered correct. In both cases the children performed similar mental operations;
e) systematization. It requires the arrangement of objects or phenomena in a certain order, in a system. So, when characterizing natural areas, it is very important to observe the following system of presentation: inanimate nature - features of plants and animals - human use of nature - nature protection in a given natural area. The successful use of systematization is facilitated by the preparation of a plan. In essence, a plan is a formal, external expression of a given technique;
e) identifying causes and relationships. The condition for this technique is that children have a certain stock of knowledge gained as a result of direct perception of objects and phenomena of the world around them. Uncovering causes and relationships helps students explain facts and therefore understand them. This technique requires a particularly active analytical and synthetic activity of the brain and, in comparison with other techniques, presents a certain difficulty for children. However, practice
The use of this technique shows that children do well with such tasks that arouse interest in the world around them. This technique is implemented in questions and tasks that begin with the words “why”, “what is connected with”, “explain the reasons”, etc., as well as when working with diagrams, models. Useful tasks for children to draw up some schemes and models on their own. The possibilities of applying this technique are quite wide when analyzing what is happening in inanimate nature, between inanimate and living nature, in living nature. The role of this technique is very great in the development of the ecological culture of junior schoolchildren, since it is it that allows us to understand the most important law of ecology about the universal interconnection in nature;
and) generalization. This technique allows you to highlight the general and the main thing in a particular system of knowledge. Its external manifestation is tasks of the type: what is common in this knowledge, draw a conclusion, what is the essence of what is happening, as you understand, etc., and the end result is the formulation of rules, concepts, conclusions. Generalization requires active mental activity with a predominance of synthesis. Therefore, this is one of the most difficult tricks. The method of generalization allows you to avoid remembering a lot of factual information, forms the most important skill of educational work, without which further learning will be impossible or very difficult.
The list of listed logical techniques (as well as organizational and technical ones, by the way) is not complete and final.
In the practice of teaching the surrounding world, techniques are not always used in their pure form. So, logical techniques require a certain organization of students, and the use of technical means may also be required. The combination of techniques also occurs within groups. For example, it is difficult to imagine the effect of methods of classification, systematization, analogy, etc. without the method of comparison. Reception of generalization requires a sufficiently high degree of systematization of educational material.
Verbal methods of teaching the world around
In teaching the world around, three verbal methods are mainly used: 1) storytelling; 2) conversation; 3) work with the text of the book.
Verbal methods include the word and speech of the teacher and students, as well as the written word. For example, a conversation is a dialogue between a teacher and students; the story can also be both a teacher and a student. In general, verbal methods are used in conjunction with all other teaching methods (visual, practical, game).
Verbal methods are used for the purpose of: 1) development of cognitive activity and logical thinking of schoolchildren; 2) assimilation by students of ready-made information presented by the teacher; 3) creating a problem situation in the lesson; 4) development of emotional susceptibility of students, calling a sense of empathy.
Verbal methods are more often resorted to when: 1) it is necessary to describe a picture or process; 2) there is little time in the lesson, but a large amount of material needs to be presented; 3) for some reason it is impossible to use practical and visual methods.
Verbal methods have their advantages and disadvantages. The advantages include the fact that the lively and emotional word of the teacher is indispensable in the study of the world around. For example, when conducting practical work, the attention of students may be distracted by insignificant features of the subject being studied, and it is the word of the teacher that corrects and directs the attention of children. The disadvantage of verbal methods is that the attention of younger students can only be concentrated on something for up to 5 minutes, and then it weakens. Therefore, it is necessary to combine verbal methods with visual and practical ones.
Consider the verbal methods of teaching the world around us in more detail.
Story- this is a consistent oral presentation of educational information, used when the material is unfamiliar or unfamiliar to students. The story can be used in preparation for observations, when setting up experiments, during an excursion, etc. To a greater extent, the story is used in the study of historical topics. In the structure of the story, three stages (stages) can be distinguished: 1) the creation of a problem situation (the plot); 2) disclosure of content (climax);
problem resolution (decoupling). Thus, a school story is similar in structure to a work of art.
The advantage of the story is that students receive a large amount of information in a short time, and assimilate it holistically. The method develops memory, ability to listen, attention. The disadvantage of the method is that the information is transmitted in finished form and the children must take it on faith. In addition, the method poorly develops the creative mind. osh leniya children.
Story requirements. 1) scientific character; 2) accessibility for perception by younger students; 3) must be educational in nature;
short in duration (preferably up to 5 minutes in grades I-II and no more than 15 minutes in III- IV); 5) must be emotional, bright, interesting; 6) must be accompanied by an illustration.
Preparing the teacher for the story. 1) determination of the purpose and subject matter of the story; 2) determining the place of the story in the lesson; 3) selection of content, including from additional sources - encyclopedias, reference books, scientific and popular science literature; 4) selection of excerpts from fiction to decorate the story; 5) selection of means of illustration; 6) writing a story plan, thinking through methodological techniques. It is important that the material is presented in a certain logical sequence; 7) compiling a summary of the story.
In the course of applying the storytelling method, various methodological techniques can be used: activating attention, posing problematic questions, logical methods of comparison, highlighting the main thing, generalization and
conclusions, giving examples, a combination of a story with a conversation, a demonstration of visual aids, etc.
The type of story is briefing. It is usually carried out before performing experiments and practical work. A feature of the briefing is its conciseness, informativeness. During the briefing, the teacher programs the actions of the students and their sequence.
Classification of stories. There are several ways to classify a story in environmental teaching.
For didactic purposes There are three types of stories:
introductory, or story-introduction. Its purpose is to prepare children for learning new material;
current story, or narrative story. It reveals the content of the new material;
conclusion story. The goal is a generalization of the studied and conclusions.
By the nature of the presentation of educational material allocate:
storytelling. It is a report of information from an eyewitness;
story-description. Used to create a figurative representation of an object or phenomenon. Often carried out according to illustrations depicting plants, animals, seasons; reproductions of paintings by artists. When describing seasonal phenomena, works of art by M.M. Prishvin, K.G. Paustovsky and other writers;
explanation story. It is used to reveal the features of an object or phenomenon and to reveal relationships in nature. In the process of explanation, new concepts are introduced. The explanation should be carried out using illustrations (figures, tables, etc.). May alternate with conversation.
An explanatory story is also used in preparing students for observation and practical work. By explaining, students are instructed on the upcoming work (the teacher tells what to work with, how to do the work, how to arrange the results).
Most often in the course "The World Around" a combination of descriptive and explanatory stories is used.
According to the logic of construction The story can be of two types:
inductive - when a generalization is made on the basis of a number of facts. Usually, the first lessons on a topic include factual material, which is gradually accumulated and comprehended. Therefore, inductive stories are used in such lessons;
deductive - when the general position is confirmed by facts. The deductive story is used more often in generalizing, final lessons on the topic.
In its pure form, the story in elementary school is rarely used. It is usually accompanied by elements of conversation.
Conversation- this is a dialogue (conversation) between the teacher and students, conducted on pre-prepared questions. The teacher leads and directs the conversation. The main condition for conducting a conversation is that the students have a certain minimum of knowledge on the topic of the conversation. The teacher, with the help of appropriate questions, mobilizes the knowledge and practical experience of students, makes them think, comprehend the material, answer the question. Thus, the teacher brings students to the perception of new material, encourages children to draw conclusions and generalizations. The great value of the conversation is that it develops the thinking and speech of students.
The conversation allows you to implement an individual approach to students. The teacher, differentiating questions, depending on the preparation of a particular student, can involve weak and passive students in the conversation. The conversation increases the activity of the class, and this is its positive role. In addition, the conversation allows you to combine the study of new material with the identification and verification of existing knowledge.
The method of conversation has its drawbacks: firstly, it usually takes a lot of time, and secondly, such a question-answer form of studying the material gives fractional knowledge, makes it difficult to holistically perceive new information, and does not teach students to transfer scientific knowledge in a coherent form.
Preparing the teacher for the conversation.
definition of the topic and purpose of the conversation; 2) drawing up a conversation plan; 3) formulating questions for the conversation (they should be clear, their sequence should be thought out, questions should make you think about the answer; the effectiveness of the conversation depends on the quality of the questions); 4) selection of means of illustration.
Rules for asking questions during a conversation. The question is asked to the whole class, then the teacher pauses (gives time to think about the question and formulate the answer) and then asks one of the students. If the student's answer is incomplete, another student completes it. If the answer is no, then the question is formulated anew and, possibly, divided into more specific ones. The teacher summarizes the answers of the children and once again formulates the correct answer. In grades I and II, simple and short questions are posed, usually about what the children saw and did themselves. AT III- In grade IV, questions are formulated so that children can give a detailed answer, and not limit themselves to one simple phrase. The most appropriate questions in a conversation are for analysis, comparison, generalization. Questions that require the reproduction of existing knowledge are not so useful for the development of students' thinking. Avoid questions that can be answered with a simple yes or no. You should not ask questions that contain a ready-made answer. The teacher should pay attention to the culture of students' speech, correct illiterate wording of answers. In a conversation, students receive new knowledge, so the questions of the conversation should be
aimed at discoveries. Such conversations are called heuristic or exploratory conversations.
At the end of the conversation, a conclusion should be drawn, which constitutes new knowledge.
During the application of the conversation method, the following techniques can be used: asking questions, discussing the answers and opinions of students, correcting students' answers, formulating conclusions, etc.
Classification of conversations. Depending on didactic goals There are the following types of conversations:
introductory. Its purpose is to systematize and generalize existing knowledge. Such a conversation can be held at the beginning of the school year, at the beginning of the study of the section and at the beginning of the topic;
reporting. It involves introducing children to new material. The teacher, with the help of questions based on existing knowledge, leads students to the necessary conclusions, helps to establish connections between individual facts and phenomena;
generalizing. Its goal is to systematize and generalize the knowledge gained. Conducted at the end of a lesson, topic, or entire course. In the process of a generalizing conversation, it is important to highlight the basic concepts of the material covered and find out how these concepts are learned by children. It is necessary to show the relationship between objects and phenomena and, on the basis of this, bring students to independent conclusions.
By the nature of the cognitive activity of students conversation can be: 1) reproductive (reproduction and operation of known information); 2) heuristic (search) - is aimed at discovering knowledge by the children themselves (for this they use problematic questions, situations, tasks to identify cause-and-effect relationships, etc.).
By form of management allocate conversations: 1) catechetical (question - answer); 2) deployed.
According to the way of thinking the conversation can be: 1) inductive, when the teacher poses private, interconnected questions to the students. Based on the facts at the end of the conversation, students should draw a conclusion; 2) deductive, when a definition is first given, a rule under which concrete facts are brought. Deductive conversations are held more often at generalizing, final lessons.
It is impossible to confine oneself only to conversation in the classroom, if only because children become the main source of information in this method, because it is they who mainly answer the questions posed. The conversation should be combined with other methods: with the teacher's story (conversation based on the teacher's story), with observations in nature (conversation based on the results of observations), with work with illustration tools (map, drawing, etc.), with reading the educational text (conversation by reading).
The type of conversation is educational discussion(polylogue). This method is especially actively used in developmental learning systems. A discussion is an exchange of opinions and ideas on a specific
problem in order to reach a unified solution. In the lessons of the surrounding world, the discussion has the character of a cognitive dispute.
Before the discussion begins, the rules for its conduct are established (polite address to each other, do not interrupt the speaker, criticize the idea, not the person, etc.). The discussion should be preceded by a deep study of the material on the problem under discussion, otherwise the discussion will result in a pointless dispute. The method is more effective in grade IV, when students already have enough knowledge to defend their point of view.
Forms of discussion:
round table. When using this form of discussion, the problem is discussed in a small selected group of students. During the discussion, there is an exchange of views with the rest of the class. There can be several discussion groups. For example, a round table on the topic "Ecology of our region" involves several discussion groups: ecologists, industrialists, residents, doctors, agricultural workers, lawyers and simply sympathizers who can express their point of view;
debate. In this form of discussion, the problem is discussed by members of two competing teams representing alternative points of view (for example, a debate can be held on the topic “Should a person destroy forest pests?”);
judicial sitting. At the same time, the discussion has the nature and form of a trial: the participants in the court are the suspect, the victim, witnesses, the prosecutor, the lawyer, jurors, and the judge. For example, you can hold a trial of a wolf accused of killing hares.
Preparing for the discussion. First, the purpose of the discussion is set. Then the problem is defined, the form of the discussion is chosen, the course of the discussion is planned, the participants are selected, the roles are distributed. Questions are thought out with which the teacher can intervene in the course of the discussion (questions such as “What do you think ...?”, “What would happen if ...?”, “What do you mean?”, “What are the facts in defense of ) "can you give your theory?" etc.).
The advantages of the educational discussion method include increased class activity, development of speech, the ability to defend one's point of view, communication skills, and creative understanding of the studied material. Disadvantages of the method: 1) the discussion is not as effective in transferring information as the story; 2) requires high self-organization of students.
Book work. The book is one of the most important sources of knowledge. Of all books, the most important in acquiring knowledge for schoolchildren is textbook. The textbook sets the amount of knowledge that students must learn, the pace of passing the material.
The structure of textbooks around the world. Textbooks on the world around us contain two main structural "blocks": the educational text and the extra-text component (see figure).
The structure of the school textbook on the world around
The training text includes three elements: 1) main text is the text that conveys the main information. It presents facts, gives descriptions and definitions of concepts, reveals relationships and patterns; 2) additional text related to the main, but not required to study. Stories, proverbs, sayings, riddles, fairy tales, popular scientific information are used as additional texts. In textbooks, additional texts are most often presented in various headings, for example, "It's interesting", "It's useful to know", "For the most inquisitive", "A man lived in the world", etc.;
explanatory text represented by a glossary of terms, various reference information, notes, etc.
The out-of-text component also consists of three elements:
apparatus for organizing assimilation(system of questions and tasks);
orientation apparatus- table of contents, font selections (large, bold, italics), symbols (various stripes, circles, exclamation or question marks); 3) illustration material- drawings, photographs, maps, charts, tables, graphs.
Almost all textbooks have printed workbooks, which include tasks for organizing students' independent work. In the workbooks there are many tasks for working with text containing missing words, which the student must enter using the textbook, tasks in the form of illustrations: filling in diagrams, tables, captions under the figures. In the workbooks, space is also reserved for the drawings of the children themselves. For the development of cognitive interest, there are tasks in the form of puzzles, crossword puzzles, riddles, etc. To draw up the results of practical work in notebooks, there are tables, diagrams, contour maps. The notebook saves time for students and teachers, allowing you to take notes and do practical work in specially designated places in the notebook.
Before starting the study of the course "The World Around", it is necessary to explain to the students how the textbook is built and how to use it.
How to work with the textbook:
orientation techniques in the textbook - finding the right paragraph, drawing, diagram, task;
methods of working with text (explanatory reading, finding the necessary data, drawing up a plan);
methods of working with tasks and questions (orientation in them, independent work with them, the ability to choose the sources of information necessary for answering);
methods of working with a plan and a map (reading symbols, searching for objects, determining the distance);
techniques for working with drawings, photographs, tables (comparison, description);
techniques for working with several components of the textbook: table and text, text and task, text and map, etc.
In elementary school, two main forms of work with the textbook are used: in the classroom and when doing homework.
Additional literature in teaching the world around. In the process of teaching the world around us, in addition to the textbook, other printed sources of knowledge are used: additional educational,
fiction, popular science literature, magazines, etc. In the last two decades, the possibilities of using additional literature have increased significantly due to the emergence of a large number of well-published books (encyclopedias, reference books) and magazines.
Options for working with additional literature:
reading the text by students or the teacher at the stage of learning new material or generalization. Reading passages in class should be small in size so that reading is not long and tedious for students;
verbal communication of children about what they have read;
note-taking;
drawing up a certificate on an object or natural phenomenon, a historical figure, etc.;
preparation of reports-messages;
recording terms and their meanings in a dictionary;
creating diagrams in notebooks illustrating what is being studied.
For the development of independence of children, it is important to teach them to work with reference literature. You can work with reference books both in the classroom and at home. To teach students to work with reference books, the teacher can give tasks such as “Find in the dictionary the meaning of the word ... ocean, mainland, molt, etc.”, “Using the reference book, characterize ... the desert, insects, flowering plants and etc.”
One of the methods that encourage children to get acquainted with additional literature is the teacher showing illustrations and reading excerpts from books in the lesson.
It is useful to post lists of literature for extracurricular reading, which is recommended for students to read during the school year. At the same time, it is necessary to control students - to talk with them about what they have read, to use the material of the books they have read in educational work.
The teacher should be attentive to the choice of books and texts to read, especially if the book contains a historical theme. The fact is that the same historical events can be interpreted differently in modern publications and books published 15-20 years ago.
Thus, verbal methods are very widely used in the process of teaching younger students about the world around them. Naturally, the word is not the only source of information for getting acquainted with the outside world. Therefore, verbal methods are combined with visual and practical teaching methods.
Visual methods of teaching the world around
The use of visual methods is closely related to the implementation of the principle of visibility. But the concepts of "visual methods" and "the principle of visibility" are not identical. Visibility as a learning principle is realized with any methods. Visualization performs the function of the method when it becomes the main source of knowledge.
Visual aids are widely used in verbal methods. Conducting a story or conversation, the teacher reinforces his word with a demonstration of visual aids. Here, visual aids are not the main source of information, but only reinforce, concretize
teacher's word. In this case, independent cognitive activity of students is limited.
Visual aids in visual methods are a source of independent reasoning, generalizations, and conclusions.
As visual aids in teaching the world around, natural objects and phenomena, their models or their images on a plane (drawings, photographs, slides, films, etc.) can be used. Before using any visual method, students are given specific cognitive tasks. They indicate how to observe, what to discover, what to compare with, and what to learn.
The advantages of visual methods include an increase in the activity and independent cognitive activity of students, the development of empirical thinking, observation, and speech.
The difficulties of applying visual methods are associated with the presence of the objects themselves for study. Ensuring the educational process with natural visual aids is difficult due to environmental problems. The use of visual visual aids requires material costs, which schools often cannot afford to the extent necessary.
Classification of visual methods.
By the nature of benefits distinguish: 1) demonstration methods
(demonstration of the experiment and natural objects - living plants and animals, herbariums, collections, inanimate objects of nature, other handouts); 2) illustrative methods (the use of artificial or visual aids - models, drawings, diagrams, screen-sound teaching aids (ESSE), etc.).
By nature of work distinguish: 1) demonstration of experiments by the teacher;
work with visual aids (objects of living and inanimate nature, visual aids, etc.).
Let us consider in more detail the use of various visual methods in the lessons of the world around us.
Demonstration of natural visual aids(live plants and animals, herbariums, stuffed animals, etc.). At the same time, children get an idea about the appearance (size, shape, color), about the properties of the object. The demonstration enlivens, activates the process of assimilation.
In preparation for the lesson, the teacher selects the objects and thinks about how to display them, as well as the time and place. The main requirement during the demonstration is that all students consider the main features of the object being studied. Depending on the size, an object can be displayed in two ways: large objects are displayed frontally (the object is placed on a stand, the necessary lighting is created); small objects the teacher carries through the rows. If there are a lot of objects, then you can distribute them to children for each desk. During the demonstration, students should carefully consider the object. Observation should be conducted but in advance prepared tasks. The task can be given to children orally or written on the board, on cards. AT
the task indicates how to consider the object, what to look for, with what to compare, etc.
The method of demonstrating an object and the features of working with it depend on the specifics of the object. Let's consider how the work with the herbarium and stuffed animal will be carried out.
Working with the herbarium: 1) the name of the plant (a scientific name is given using binary nomenclature: chamomile, nettle, etc.); 2) plant habitat. (geographical
distribution, natural zone, natural community); 3) life form (tree, shrub, herbaceous plant); 4) finding and showing parts (organs) of a plant; 5) description of forms, coloring of different parts of the plant; 6) significance in nature and human life.
Working with a scarecrow: 1) species name (full scientific - gray crow, great tit, etc.); 2) habitat; 3) dimensions (when describing, it is customary to give not dimensions in cm, but dimensions in comparison with visually well-known species of birds - with a sparrow, dove, crow (small birds are compared with a sparrow, large birds with a crow). At the same time, they say: a nightingale the size of sparrow, song thrush somewhat larger than a sparrow, etc.); 4) color features; 5) features of the beak (for birds) and teeth (for mammals) in connection with the mode of nutrition and lifestyle; 6) the shape of the trunk and limbs; 7) significance in nature and human life.
Demonstration of experiences. The demonstration experiment is conducted by the teacher, and the children observe, analyze its course and results. Usually, demonstration experiments include those that are forbidden for children to conduct for safety reasons (experiments using chemical reagents, alcohol lamp fire). They are also carried out when it is difficult or impossible to observe any process or phenomenon in natural conditions, therefore such a process is reproduced artificially. For example, demonstration experiments are carried out when it is necessary to show the moisture content in the soil, the combustibility of minerals, the water cycle in nature.
Demonstration requirements: 1) it is necessary to determine the purpose of the experiment, its time (duration) and place in the lesson;
the experiment should be carried out on a demonstration table or on a stand so that all children can clearly see what is happening; 3) students need to set a cognitive task (you can create a problem situation); 4) list the equipment to be used and explain its purpose; 5) You must strictly follow the safety rules. Beforehand, it is necessary to check the equipment, conduct a safety briefing, and first aid must be available; when experimenting with the use of fire, you need to have containers with water, a fire extinguisher; 6) during the experiment, children's attention should be drawn to the processes that are important for the formation of new knowledge; 7) you need to comment on what is happening or have a conversation with the children (ask
questions “what are you observing?”, “why is this happening?”); 8) at the end of the demonstration, you need to sum up and draw a conclusion.
Methods of using illustrative aids. Illustrative visual aids are used in almost all lessons of the world around. Such aids include models, dummies, educational pictures, photographs, filmstrips, slides, films.
For example, the lessons use the human skeleton, models of internal organs. The skeleton is demonstrated when studying the topic "Skeleton and Posture". Students can be given the task to find the sections of the skeleton - the skull, spine, ribs, limbs; compare parts of the skeleton with your body and find out which bones are connected movably, which are motionless. Next, children can be given the task to think about how the skeleton changes with incorrect posture.
Often in the lessons various means of illustration are used. printed visual aids. They are usually used if it is not possible to observe an object or phenomenon in nature. They create in students a figurative representation of an object or natural phenomenon. Using a picture or photograph, the teacher can: 1) talk about its content; 2) have a conversation with students; 3) give the task to analyze it. Working with educational pictures has an educational value: looking at a well-painted picture, students experience aesthetic pleasure.
Methodology for the use of educational films. The content of the film should be related to the topic and purpose of the lesson. Educational films have advantages over other illustrative visual aids:
objects and phenomena of the surrounding world are perceived simultaneously with the help of sight and hearing, which facilitates perception and improves understanding of what is being studied; 2) films show in dynamics a real picture of the surrounding world; 3) films make it possible to visualize the processes that go on in nature too quickly (the movement of the wings of an insect) or too slowly (the development of a ravine, the development of a plant from a seed) - this can be done using slow or accelerated filming, various special effects; 4) you can show objects and processes that cannot be observed in real life (the work of internal organs, life inside a hive or anthill, etc.); 5) this teaching method allows a large amount of information to be transmitted to children in a short period of time; 6) the great educational and developmental value of films - they develop horizons, cognitive interest, are important for aesthetic and environmental education.
There are various options for using films in the classroom:
when communicating new knowledge after the teacher's explanation. In this case, the film serves as an illustration to the explanation; 2) instead of an explanation. At the same time, the film itself is a source of knowledge; 3) can be used in general lessons.
Preparing the teacher for the film demonstration. The teacher must first study the content of the film (i.e., watch the film before the lesson), determine the place and role of the film in the lesson, and make assignments for students. The task indicates what you should pay attention to when watching a movie, what questions to find answers to, etc.
Before watching a movie, you can show students natural objects or their images, conduct a conversation to clarify knowledge. During the screening of the film, you can give explanations. After watching the film, you should again conduct a conversation to systematize and check what you have learned.
The duration of the demonstration of the film in the primary grades should not exceed 10-15 minutes, otherwise the students' attention is scattered.
There are a large number of educational films about the world around. To use them, you need special equipment (film projector, VCR, digital disc player, computer, interactive whiteboard, etc.). It should be possible to darken the audience where the film is shown.
The film can be prepared by the teacher on his own, for example, on an excursion. Taking a video camera, the teacher can shoot interesting objects and natural phenomena, traces of human influence on nature, sights, etc.
When teaching the world around you, you can also use such a source of video information as a TV. There are many different programs about animate and inanimate nature, about travel, about famous people. The content of such programs is generally quite accessible to younger students. In the lesson, you can show selected excerpts from these programs. If it is impossible to demonstrate an excerpt from the program in the class, then you can give the task to watch it at home, and the program is discussed in the class.
Demonstration of filmstrips and slides. The advantage of using filmstrips and slides is the ability to display images of objects and natural phenomena on the screen close-up. Another advantage is that the teacher can supplement the information on the subtitles with his own story. Filmstrips and slides, as well as films, can be used when studying new material, in general lessons. To activate thinking, the teacher can close the subtitles under the frames and give the task to the children to comment on what they see. As with films, before the lesson, the teacher himself gets acquainted with the content of the filmstrip (or slides), composes questions and assignments. At the lesson, before the demonstration, a conversation is held with the children to update existing knowledge. At the end of the show, a conversation is again held to consolidate the studied material. You should not demonstrate more than 7-8 frames without a break, otherwise the children's attention will be scattered.
Filmstrips and slides can be used in preparation for practical work or excursions. For example, there is a series of slides "Plan and
map", which can be demonstrated before practical work on the ground, in order to update children's knowledge about the plan, map, methods of orientation. There are slides on the topic "Animals of the reservoir", which can be shown before going on an excursion to the reservoir.
Methodology for working with cartographic aids
The map can be considered a triune learning tool: firstly, it itself serves as an object of study, secondly, it is a visual aid, and thirdly, it is a source of knowledge. These three components are interconnected, because, without knowing the map, it is impossible to use it as a means of visibility and a source of knowledge. Therefore, the initial component is the knowledge of the map itself.
Primary school uses the following cartographic aids: wall maps, table maps (atlases).
In all programs of the surrounding world, the following are mandatory for study: types of cards: physical maps of the hemispheres, Russia and its region, a map of the natural zones of Russia. In connection with the integration of social science material into the course "The World Around The World", historical maps are also used. Some programs may additionally use demographic, climate, political and other types of maps.
Features of cards used in elementary school: 1) the scale should be given not only in the form of a numerical ratio (1:5 OOO OOO), but also in the form of an explanatory text - in 1 cm 50 km; 2) brighter colors should be used in the design of the card; 3) the map should contain only the main, largest objects - large cities, rivers, seas, mountains, i.e. it should not carry a large information load.
wall maps must be large enough to be seen by children in the back rows. Some distortions are allowed on them - a thicker image of the coastline, simplified outlines of objects (mountains, islands, etc.), bright contrast coloring is used. Wall maps are used during the study of new material, when repeating and generalizing what has been studied. It is very important that children work with wall maps and table maps at the same time. Otherwise, they get used to working with one type of map and find it difficult to navigate in another.
Board cards have a small scale, so they should be further simplified. Desktop cards are used mainly for independent work (for example, when doing homework).
contour maps used for exercises and for control purposes. Children need to be taught to find objects on the contour map and sign them, apply landforms (mountains, hills) and signs of minerals.
Right-handed plotting data on a contour map. 1) inscriptions are made small and clear; 2) rivers are signed parallel to their course, mountains -
parallel to their elongated ridges, cities, islands and lakes - along the parallels; 3) if the map is colored, then this is done in the same way as it is customary to designate heights and depths (water - in blue, lowlands - in green, hills and mountains above 200 m above sea level - in various shades of brown).
The beginning of work with contour maps should be supervised by the teacher. The sequence of work can be as follows: the teacher shows the object on the wall map, then the children find this object on the atlas map, and then find and mark the object in the contour map. The teacher walks along the rows and checks the correct mark. If everything is in order, then the children put the name on the map.
Working with the map involves the solution of three tasks:
understand map. To understand the map, children must be able to navigate in space, measure distances and put them in a reduced form on paper, that is, scale;teach know map. To know the map, children must imagine the outlines of the continents, oceans, the location of cities, rivers, mountains, etc.;
How, then, in practice, to ensure that children understand the map, know it and know how to read? In different programs of the surrounding world, this is achieved in different ways. Consider how L.F. recommended doing this. Melchakov. The work should be carried out in several stages:
first, children learn to measure distances, navigate in space, fix three-dimensional objects on a plane and, conversely, recreate a three-dimensional image of an object from its image on a plane;
at the next stage, the concepts of "horizon", "horizon line", "horizon sides" are introduced;
then there is training in orienteering in the surrounding objects, the sun and the compass;
introduction of the concept of "scale", drawing plans for premises (classroom, room);
the image of objects in the drawing using conventional signs;
acquaintance with the terrain plan: with conventional signs, with a way to determine the direction (the reference point is the “north-south” arrow on the left side of the plan);
studying the features of the map and understanding the differences between the map and the plan;
direct work with maps. At the same time, children are first introduced to the physical map of Russia, then to a map of the hemispheres, natural zones and a map of their region;
work with the globe. At the same time, the parallelism of work with the globe and the map is important in the beginning.
At present, they began to use the reverse principle of work when getting acquainted with cartographic material: first, acquaintance with the shape of the Earth, with a model of the Earth - a globe, studying the possibilities of transferring a volumetric body to a plane (introducing the concept of "projection"), studying a map of the hemispheres, then Russia and its region , comparing a map and a plan, learning how to build a plan.
Rules for displaying objects on the map: 1) when showing, you should not block the card with your body, you need to stand facing the window so that the shadow from the body does not fall on the hag; 2) the display must be carried out with the help of a pointer;
you need to show not the inscription, but the location of the object; 4) rivers are shown from source to mouth, mountains - by a line in the direction of elongation of the ridge, peninsulas - by tracing along the coastline and along the isthmus on land, large territories and water areas are circled along the borders (this is how, for example, the borders of states, seas, river basins and etc.);
the show should be commented on, and one should use the “geographical language”: say not “above”, “below”, but “in the north”, “in the south”, etc.
The use of the globe in the lessons of the world around. Starting to work with a globe, you need to use a map in parallel so that children can correlate large objects (continents, oceans) with their image on the map.
The globe is used in the study of the following topics:
the shape and size of the earth. Children see that our planet has the shape of a ball. You can measure the length of the equator with a thread and then measure it with a ruler. The resulting value (40,000 km) can be correlated with some distance known to children (for example, before the nearest city) and thus get an idea of the size of the planet;
daily rotation of the earth. With the help of a globe and a table lamp imitating the Sun, it can be shown that the globe at a particular moment can only be illuminated from one side. On the illuminated side it will be day, on the unlit side it will be night. Since the Earth rotates on its axis, day and night follow each other. All this can be shown with the help of a special device - tellurium;
the movement of the earth around the sun. It can be shown using the same globe and lamp or tellurium. Children see that it is precisely because of the movement of the Earth around the Sun that the seasons change;
natural areas. Studying the natural zones of the Earth, the globe can be used to solve two problematic issues:
a) why is it cold in the Arctic, in the tundra, and hot at the equator? The reason is the small angle of incidence of the sun's rays on the Earth's surface in high polar latitudes; the rays, as it were, glide along the earth without warming it up. And at the equator, the sun is always high above the horizon and warms the earth well. The nature of the fall of the sun's rays can be shown with a ruler;
b) why are there polar days and nights in the polar regions? This is due to the fact that the Earth's axis has a certain constant angle of inclination and at the moment when, rotating around the Sun, the northern hemisphere is turned towards it, the polar day is observed beyond the Arctic Circle, and the polar night is observed beyond the southern Arctic Circle at this moment. As the Earth moves in its orbit, the position changes, and at some point the southern hemisphere will be turned towards the Sun - now there will be a polar day.
The globe is also used as a geographical map. Unlike a map, there are no distortions on the globe - it can be used to determine the distance between the remote points of the planet with greater accuracy. On the globe, more accurately than on the map, the shapes of the continents and oceans are displayed.
All work with cartographic aids prepares younger students for the study of geography in subsequent grades.
Practical methods of teaching the world around
Practical teaching methods are closely related to visual and verbal methods. They are based on the cognitive activity of schoolchildren. When applying practical methods, objects and devices are transferred to the hands of students for independent research.
Practical methods make it possible to implement such important principles of didactics as an activity approach and humanization of the educational process. The child turns from the object of learning into the subject of his own activity, which best of all corresponds to his nature. Practical methods develop thinking, practical skills, interest in learning, form the creative abilities of students, activate the theoretical and practical cognitive activity of students.
The main difficulty in applying practical methods is that their use requires a large amount of handouts and the necessary equipment. When applying practical methods, the process of obtaining the final learning outcomes usually turns out to be longer than when using verbal and visual methods.
Practical methods include: 1) observations; 2) experiments
(experiments); 3) practical work; 4) modeling.
Observation. Observation is a purposeful perception of the surrounding reality by all senses.
In the methodology of teaching the world around, there is no consensus on which group of methods to include observations. They are sometimes referred to as visual methods (V.M. Pakulova), since they are illustrative in nature, then to practical ones (Z.A. Klepinina), since they are of a research nature.
Classification of observations:
by form of organization- individual, group and Front;
by duration- short-term (at the lesson, on excursions) and long-term (usually outside school hours);
by volume- local (observation of a specific object of the surrounding world, for example, a plant) and complex (for example, observation of seasonal changes in the forest);
at the place of observation- lesson, excursion, extra-curricular (in the corner of wildlife, in the educational and experimental area) and home.
The purpose of educational observation can be either the accumulation of some facts, or the establishment of patterns.
observing the sun. Students can be given the following tasks:
a) observe the sunrise and sunset and determine which side of the house it rises and which sets; b) compare how the sky looks at sunrise and sunset, draw sunrise and sunset in a notebook; c) observe the shadows from objects at 9, 12 and 18 o'clock and determine at what time the shadow is the shortest; d) determine the time of sunrise and sunset, the length of the day;
weather monitoring. Observation is carried out according to the plan: the state of the sky is determined (clear, cloudy or overcast), air temperature, direction and strength of the wind, precipitation (if any, what - rain, snow), atmospheric pressure, snow cover height (if any). The results of observations are recorded in a diary using special symbols;
observations of surface forms and their changes (determining the depth of the ravine and changing this depth with time);
soil observations (measurement of the thickness of soil layers on an outcrop, study of water permeability, comparison of soils of different composition, determination of the date of thawing of the upper soil layer (10 cm) in spring and the date of freezing of this layer in late autumn or winter);
observations of water bodies (study of seasonal fluctuations in the water level, determination of the dates of freeze-up, the beginning and end of ice drift, the beginning and end of floods);
observations of plants and animals (seasonal changes in wildlife, external features of plants and animals, relationships in wildlife). Children can be given the following tasks: a) determine the dates of the beginning of sap flow in trees of different species, bud break, flowering, fruit ripening, leaf color changes, the beginning of leaf fall, the arrival of certain types of birds in the spring and their departure in autumn, the beginning of singing, the appearance of chicks (by search food by parents, by squeaking in nests); b) compare the movements of different animals (swimming, crawling, flying, running, jumping); compare appearance and
behavior of an adult animal and a cub; c) determine the dependence of the occurrence of certain insects on the distribution of host plants;
observations of natural communities (forest, meadow, reservoir, field);
observation of a person (over the structure of the human body and its functioning, labor activity of people, relationships between people).
You can observe not only objects and phenomena in the natural environment, but also their images in various teaching aids (paintings, photographs, slides, films, etc.).
Organization of observations by the teacher:
the purpose and tasks of observation should be clearly formulated in front of students;
it is necessary to organize conditions for effective observation: think over the place of observation, rationally place children;
it is necessary to outline a plan and methods of observation, prepare questions that will be asked during observation and in the course of a dialogue with children, as well as tasks that children will perform;
in addition to direct viewing (which is carried out with the help of vision), other analyzers should be used - hearing, taste, smell, touch. For example, in the autumn forest you can hear how the leaves fall, how it rustles under your feet, remember what summer sounds of nature are missing now (birdsong), you can determine how it smells in the autumn forest, compare the smells of different mushrooms;
methods should be used to increase the effectiveness of observation. To look at an object or its part does not mean to see and remember its image. And that is what is most important in learning. After examining the object, you can invite the children to close their eyes and mentally imagine what they just saw. From the first time, the images are often fuzzy, blurry. Then repeated observations are used. This technique can be repeated several times until the children have a clear idea of the subject. Another technique is students' imitation of movements and sounds of objects and natural phenomena. For example, the teacher can give the children the task to repeat with their hands the movements of the wings of a bird, falling leaves; voice - the sound of thunder, the singing of a bird or the sounds of other animals;
the productive activity of children in the process of observation should be determined in advance. This can be making sketches, a schematic representation of objects, a verbal description of observations, entering data into tables, diaries of observations, collecting natural material for further work in the class.
When conducting observations, in addition to the methods already mentioned, others are used: visual inspection, measurements with the help of instruments, a preliminary slide show or a film, etc.
The use of the observation method in teaching develops students' observation skills. Observation is the ability of a person to notice the most subtle, inconspicuous features, signs, properties in the world around him. You can develop the observation of children with the help of various methods of activating attention. For example, you can offer tasks that require a description of the appearance of an object, finding certain details, and identifying differences between two similar objects.
The most convenient living objects for observation are plants. Here, for example, is how Z.A. Klepinin during an excursion to the forest:
select tree. Mentally divide it into organs. Take a close look at the smallest organ - the leaf. Determine its shape, color, pattern of the edge of the sheet. Notice how the leaf is attached to the stem;
close your eyes and imagine this sheet in detail. Describe it from memory. Compare with the leaf of a neighboring tree.
Observations are closely related to various practical works and experiments.
Experiences. Experience is a way of studying objects and natural phenomena in specially created artificial conditions. Experiments are also carried out when some artificial element is introduced into the natural process. For example, no matter how much we consider the soil, it will not be possible to detect air in it. To detect air in the soil, it must be lowered into water. The water will displace the air in the soil, which will go through the water in the form of bubbles. When performing experiments, the unity of knowledge, skills and abilities of students is ensured, their curiosity and independence are brought up. But the main purpose of the experiments is the acquisition of new knowledge.
At the lessons of the surrounding world, experiments are conducted to study the properties of rocks, water, snow, ice, air; the composition and properties of the soil are determined; experiments are carried out to determine the necessary conditions for seed germination, experiments to study the importance of light, water, minerals, heat for the growth and development of plants and animals, etc.
Experiments can be divided into demonstration (performed by a teacher or a specially trained student) and laboratory (performed by students). Demonstration experiments are related to visual teaching methods, they were discussed in paragraph 6.3. Practical teaching methods include only laboratory experiments. Laboratory experiments can be frontal, group and individual.
A special place is occupied by experiments carried out at the training and experimental site. They are usually long-term and often take the entire growing season. In such experiments, there should be control and experimental objects. For example, in an experiment it is required to study
influence of seed planting depth on the emergence of seedlings of plants. To conduct this experiment, two plots are allocated, identical in area, soil fertility and illumination. Seeds of one plant are taken, for example, beans, which are sown on both plots at the same time. In the future, the plants are equally cared for. The difference lies in only one thing: on the control plot, the bean seeds are planted at a normal depth, and on the experimental plot, either at a greater depth or at a smaller one, depending on what goal is set in the experiment.
Preparing the teacher for the experience. In preparation for the experience, the teacher:
determines how the experiment will be conducted - by each student, a pair or a group of several students; 2) checks the equipment, selects the necessary materials for the experiment. If the experiment is carried out for the first time, be sure to conduct it alone, without children, in order to work out the technique of conducting, determine the duration of the experiment; 3) develops questions and tasks for experience; 4) think over the form of fixing the results of the experiment.
Experience requirements 1) a clear statement of the goal of the experiment, the creation of a problem situation, the advancement of a hypothesis, the answer to which can be given by the results of the experiment; 2) a complete instruction on the technique of performing the experiment with a demonstration of the technical methods of performing;
checking the children's assimilation of the course of the upcoming work by retelling the briefing; 4) timely distribution of material and equipment for the experiment (before the start of the lesson, individual sets of materials and equipment for the experiment should already be prepared in boxes or on trays); 5) the simultaneous performance of work by all children (this is important when performing frontal work; children perform all actions at the command of the teacher); 6) cleaning equipment at the end of the experiment; 7) children's report on the results obtained and conclusions.
Practical work in the lessons of the world around. In the methodology of teaching the world around, there is no unambiguous interpretation of what practical work is. Some methodologists do not distinguish at all between experiments and practical work. The same essentially the same work in the school textbooks of different authors can be called experiments and practical work.
Nevertheless, we will try to identify the specific features of practical work. Practical work involves independent practical activities of schoolchildren in the acquisition and assimilation of knowledge. In the course of practical work, children combine motor (motor) and mental activity, as a result of which they form practical skills and abilities.
The main goal of practical work is the formation of skills to use the acquired knowledge.
Practical work (as well as experiments) but the form can be individual, group and frontal.
In the lessons of the surrounding world, the following are performed: types of practical work:
work with objects of nature (with herbaria, living plants, collections of fruits, seeds, insects, minerals). These are works on recognition, definition, description of natural objects. For example, children are given herbariums of tree leaves, and children must determine the type of tree by the shape of the leaf plate. This also includes many types of work in a corner of wildlife and on a geographical site;
work with instruments (thermometer, barometer, gnomon, compass, precipitation gauge, snow gauge, magnifying glass, etc.). Many types of these works are carried out on excursions and on a geographical site;
work with cartographic material (plans, maps, globe). In practical classes, children realize the importance of the scale of the map, symbols, learn to determine distances, determine the direction of the flow of rivers, the location of minerals, etc. Work with contour maps is of great importance;
graphic works (implementation of diagrams, drawings, plans). For example, children draw up a plan for the school yard, their village, etc.
The requirements for conducting practical work are the same as for conducting experiments.
Experiences and practical work in elementary school are of great importance, since they form the basis of research activity in children.
Modeling. A model is a visual material substitute for objects, reflecting their structure, features, internal relationships and allowing you to abstract from the insignificant characteristics of the object or phenomenon under study. The model allows not only to observe any phenomenon, but also to carry out various manipulations with it. A model can be a description, diagram, graph, layout, etc.
Modeling in the course "The World around" is a system of actions for building, transforming a model, the elements of which are similar to the elements of a real natural system.
There are material (real) and ideal (speculative) models. Material models include a globe, a model of a thermometer, a flower, a heart, etc. Ideal models are created mentally based on an analysis of reality. In order to make ideal models available to others, they are transferred to paper, a board, a computer, etc. in the form of signs, drawings, diagrams, tables, etc. Ideal models are divided into two groups: sign and figurative. Examples of iconic models are weather symbols, plan and map symbols. Figurative models include schemes of the water cycle in nature, the development of a plant from a seed, the chains of connections between individual components of nature, various instructive drawings (rules for caring for indoor plants, making a filter, etc.).
Do not confuse the model as a visual aid and simulation as a teaching method. If a finished model, a pre-drawn diagram, is brought to the lesson, then this is a visual aid. Modeling performs the function of a method when a child creates a model on the basis of the image created in the head and in the process of activity receives information about the object or phenomenon being modeled. At the lessons of the surrounding world, modeling is carried out from sand, clay, plasticine and other materials. It is possible to model various surface forms, types of reservoirs, fragments of natural communities; in notebooks, students themselves create (draw) models of the directions of the sides of the horizon, models of the terrain or the path of movement in the form of a plan, a scheme for the development of a plant from a seed, the water cycle in nature, etc.
The value of modeling in the educational process. The need to use models instead of the object or phenomenon itself is due to the fact that these objects or phenomena cannot be brought into the classroom for study. A model gives a more complete picture of an object or phenomenon than a table: if a table gives a planar image, then most models are three-dimensional. When modeling, an object is created in which the studied features of the original are easier to study than by direct observation. Modeling shortens the process of studying some long-term processes. Thus, it is not at all necessary to observe the entire process of development of a plant from a seed, which can last for many months. It is enough to select its individual stages and, having created a model-scheme, to obtain the appropriate knowledge. The same can be said about the water cycle in nature. Another advantage of modeling is that this method, like other practical methods, excludes the formal transfer of knowledge to students; the study of an object or phenomenon takes place in the course of active practical and mental activity of the child. Therefore, the use of the modeling method develops the thinking and creative abilities of the child. In the process of the cognitive process, various analyzers work with the help of modeling, which contributes to the development of the sensory sphere of children.
Modeling can also have disadvantages. Models are built on the principle of simplifications, so some details and details can be omitted from the model, and, conversely, essential aspects are strengthened. Therefore, the model may have a certain difference from the original. As a result, the student does not receive any information. However, most often this information does not have a negative impact on knowledge about a given object or phenomenon. For example, the knowledge that the development of a plant from seed to seed is a sequential process will not be less qualitative if the student traces the individual stages and does not record the appearance, for example, of each new leaf. This is the value of the model, as it allows you to give knowledge, excluding numerous elements that are similar to each other. The disadvantages of modeling include the need to have available
materials, certain equipment. In addition, younger students still have weak practical skills, which may affect the quality of the created model, its aesthetics.
Modeling in the learning process is more often used in programs on the world around A.A. Pleshakova and E.V. Chudinova - E.N. Bukvareva.
Using this method, one must take into account that the model simplifies the object, makes the signs necessary for the formation of new knowledge explicit, and provides only separate aspects, connections and relationships. Therefore, modeling must be combined with other methods, in particular with the observation of real objects in nature.
Problem-search methods of teaching the world around
Learning by the method of discovery, search or research has been known for a long time. Ya.A. also wrote about this. Comenius and J.-J. Rousseau.
Traditional primary school education relies primarily on such mental processes as perception and memory. With this approach, the student plays a “secondary” role: his task is to carefully listen to new material, read, remember and reproduce it. Moreover, the closer to the text the student then reproduces the material, the higher he will receive the mark. Such learning is called reproductive or informing. Naturally, the development of the student is carried out with this approach is not enough, he does not form the skills of self-education. Therefore, scientists, methodologists and innovative teachers in the early 60s. 20th century began to introduce new active and intensive teaching methods. In these methods, the student became an active, interested participant in learning. Such active methods are also called problem-search methods. M.N. Skatkin singled out three such methods: the method of problem presentation, partial search and
research.
Problem presentation method. It lies in the fact that the teacher, reasoning aloud, poses a problem and solves it himself. In this case, illustrations are used, experiments are shown, if necessary. Students follow the logic of the presentation. That is, in form - this is a story-explanation.
Partial search method (or heuristic). The essence of the method is that knowledge is not transferred to students in finished form by direct explanation and illustration. Children are asked a question to which they cannot immediately answer. The answer can be found out by performing the necessary experiments and practical work. This method goes through four steps:
at the first stage, a problematic question (task) is posed, i.e., a problematic situation is created. Students begin to think of possible ways to answer the question. At this stage, the cognitive interest of students is stimulated (excited);
At the second stage, students express possible solutions to the problem. If the children have difficulty, then the teacher suggests a further search option;
at the third stage, the children solve the problem according to the proposed option. "If the goal is achieved, the answer to the question is found (the problem is solved), then go to the next stage. If the answer is not found, then the second and third stages are repeated;
at the fourth stage, the results obtained are comprehended, conclusions are drawn (the results can be correlated with the processes occurring in nature, children can perform tasks on using the acquired knowledge in practical activities).
All learning experiences are organized using the partial search method.
To use the partial search method, it is not at all necessary to conduct experiments and observations. You can simply let the children read and analyze the text in which they must find information to answer the problematic question.
research method. It is characterized by the fact that students, realizing the problem, put forward a hypothesis themselves, come up with a method of verification, conduct observations, experiments, record the results and draw conclusions. That is, the problem is solved completely independently. E[o children of primary school age are not yet capable of such independence. Therefore, this method is not fully used in elementary school.
Game methods of teaching the world around
Before school, the main activity of children is the game. With the advent of the school, the leading activity becomes study. But there should not be a sharp boundary in the child's activities during the transition to school. Learning activity should "grow" out of the game. Therefore, at the stage of schooling, the game "should occupy a certain place.
The game is a special form of activity, human activity. There are two main forms of human activity - labor and learning.
There is no consensus on the method or form of learning to count the game.
PER. Klepinina considers the game as a form of organization of educational activities of students. To distinguish the form from the method, in her opinion, allows identifying the source of knowledge, according to which the method is established. From her point of view, the game itself is not a source of knowledge. She only organizes the activities of children. For example, a child is playing with a construction set. During the game, he creates a model of some kind of car - models a car. The process of modeling and gives knowledge about the machine. Hence, the leading method in this game is the simulation method. In role-playing games, according to Z.A. Klepinina, the leading methods are verbal. N.F. Vinogradova considers the game as a method of learning.
The great importance of play activity in the learning process was not recognized immediately. Before the revolution, the question of games in the classroom
natural science was not set. Teachers, methodologists, scientists (V.F. Zuev, A .I. G'erd, K.D. Ushinsky and others) believed only that education should be entertaining and interesting. The most important way to form interest in learning was considered the use of visualization in the educational process, the method of comparison, research, and practical work.
After the revolution, teachers began to pay more attention to the use of games in the learning process. For example, N.K. Krupskaya believed that the school underestimated the organizational role of the game. The transition from free play to school to school is too abrupt. There is a contradiction between the desire to play and a significant decrease in the share of play in the child's activity. Therefore, various didactic games and other entertaining materials should be used, especially in grades I-II.
At present, teachers do not dispute the unique possibility of playing in the educational and educational process.
The value of games in the educational process: 1) help energize
student activities; 2) develop cognitive activity, observation, attention, memory, thinking, imagination;
educate positive moral qualities; 4) maintain interest in what is being studied; 5) relieve fatigue in children; 6) the material studied during the game is better remembered and stored in memory longer.
Preparing the teacher for the game. The teacher determines: 1) the goal; 2) knowledge, skills and abilities that will be tested and formed during the game; 3) the theme and material that will be used during the game (“props”, reference materials, etc.); 4) the roles of students; 5) rules of the game; 6) game time; 7) ways of summing up.
When choosing games for a lesson, you need to take into account their level of complexity and accessibility to children. It should be based on the knowledge and skills of children. During the game, children should be attentive, active and should not interfere with each other.
Classification of games. There are many options for classifying games, one of which we will consider. Games used in teaching the world around can be divided into the following groups:
desktop; 2) didactic; 3) role-playing; 4) business;
intellectual.
Board games. These include puzzles, crosswords, chainwords, etc. These games are characterized by the presence of a game rule, which contains a game task. The board game develops imagination, ingenuity and observation, broadens one's horizons. While playing, students not only develop, but also gain knowledge. These games have an element of competition (who is faster, who is more correct, etc.). As a result, children learn to reason quickly and logically. Board games are carried out both individually and in the course of a group, collective
work. Board games provide an opportunity for a differentiated approach to working with students.
Board games can be held at one of the stages of the combined lesson (for example, at the stage of checking homework). The use of such games is a way for children to switch from one activity to another. Board games can also be used in generalizing and control lessons.
Consider the main types of board games.
Crossword. The word "crossword" in translation from English means a word intersection. The solver of the crossword puzzle needs to fill in the intersecting rows of cells with letters so that the words given by meaning are obtained horizontally and vertically.
Using crossword puzzles, you can find a differentiated approach to students. Usually, well-performing students finish their work in class ahead of schedule. So that they do not get bored and do not interfere with others, they can be offered small crossword puzzles on the topic being studied.
The developing and organizing role of crossword puzzles is that when solving them, students have to work without any coercion with textbooks, manuals, reference books, dictionaries, encyclopedias, etc. Asking the meanings of incomprehensible and unsolved words in crossword puzzles, students involuntarily force teachers, parents and other people around to think and get involved in the educational activities of children.
Compiling crossword puzzles by students themselves also has a great educational effect: children systematize their vocabulary, group words according to the number of letters, etc. Unbeknownst to themselves, students clarify the spelling of various terms.
Rebus - this is a riddle in which instead of a word to be guessed, or parts of it, signs are placed, objects are drawn, the names of which must be guessed, and then the word is read. In rebuses, not only individual words can be encrypted, but also entire phrases - proverbs, sayings. Examples of puzzles: with 3 w - swift; 40 a - forty.
Chineward- A puzzle task consisting of a series of cells in which you need to enter guessed words, and the last letter of the previous word is the first letter of the next.
Didactic games. A didactic game (learning game) is a type of activity in which children learn.
Didactic game has the following components: 1) didactic goal (task); 2) game rule; 3) game action.
Didactic goal expressed in the goal of the game (what the teacher wants to check, what to teach, what knowledge to consolidate, supplement, clarify).
game rule are the terms of the game. Rules help guide the Game process. Rules are usually formed by the words "if...then...".
game action is the content of the game. This can be any action - any manipulation of the object, work for a limited time, etc.
According to N.F. Vinogradov, the game should be an obligatory structural element of the lesson in grades I and II. In grades III-IV, it is still advisable to conduct didactic games, but they are no longer separate structural elements of the lesson.
Very effective games on ecology and nature conservation. In the course of such games, children not only receive relevant knowledge, they develop environmental literacy, and interest in the problems of environmental protection is activated.
One of the types of didactic game - competition-auction. Participants compete in the best knowledge of any topic. For example, on the topic "Forest - a natural community", the presenter announces the task to list the animals living in the forest, and puts up a raffle prize (for example, a set of postcards depicting animals or plants). For example, someone from the class calls the wolf. The host says: “Wolf, time! Wolf two! ”, while hitting the table with a hammer. Then someone calls the fox, etc., until the hammer hits three times. The winner is the participant who gave the last correct answer.
It is better to organize didactic games not at the beginning of the study of the topic, when the knowledge of children is still insufficient, but at the end, when you need to check what is learned well and what needs to be repeated.
Games with rules are not very effective for developing children's creativity. This is due to the peculiarity of the didactic game process. After the game is set and the teacher has announced the game rule and action, the students can no longer change anything at their own discretion. If you make a change in the game (for example, change the game rule), then a new game appears. Thus, there is practically nothing creative in the didactic game. As a result, a didactic game is a reproductive activity in which previously acquired knowledge is used. Consequently, the didactic game is closer to the learning activity, and not to the gaming one. That is why N.F. Vinogradova considers the didactic game to be one of the teaching methods, and not a form.
Role-playing games. Role-playing games are more conducive to the development of imagination, creative thinking, and communicative skills. In the lessons of the surrounding world, it is easy to create conditions for children to play various roles - plants, animals, animated objects. Living and non-living objects are endowed with human qualities and can speak and think. As a result, students, taking on someone else's role, put themselves in the place of another. Game activity should be separated from learning, from the point of view of students. At the same time, the guidance from the teacher is preserved, and the game itself takes place within the framework of the lesson - the same time, the same room, the same participants. But all this is, as it were, "hidden" from the students and is not so important. Indeed, in this case, the teacher is not an "instructor", he does not indicate how to play, but a partner in the game. At the same time, the specific components of the game are preserved: roles, interaction between them, game plot, game accessories, etc.
It is important that the teacher does not replace the role-playing game with tricks that only look like games. For example, if characters such as Dunno, Znayka or Pinocchio are introduced into the lesson, but the students do not interact with them, take on their roles, then this will not be a game. If the task is checked by the teacher with the help of Znayka, then this is not a game, but if one of the children takes on the role of Znayka, then this is already a game.
Role play is an independent, individual activity, even if children play in a team. The game must always remain free, not an activity imposed from outside. For a role-playing game, only an interesting plot, a "push" is required. The less game means (objects, costumes, accessories) are used, the more children's imagination will manifest itself.
The beginning of the game is to create an imaginary situation. That is, the children are given the task of imagination: “Imagine ...”, “As if you ...”, “If you were ...”, etc.
In the lessons of the world around you, you can use various themes of role-playing games. For example, "Appointment at the doctor" - children take on the roles of a doctor, nurse and patients; "Journey to the North" - children take on the roles of the inhabitants of the North and their guests; "A trip to their hometown" - children take on roles, for example, residents of Tver and guests of Tver.
The most important component of a role-playing game is the interaction of roles. For a normal interaction of roles, children must be able to listen to a partner, take into account his opinion, change their behavior depending on the behavior of other participants in the game. Help to acquire these skills role diapers. Such dialogues are very important, the participants of which are real people. At the same time, children gain experience in social behavior, relationships with other people, the ability to navigate in various situations. The topics included in the course "The World Around You" allow you to organize such dialogues: "Greetings from the grandmother on the holiday", "Inviting friends to visit", "Calling the doctor to the grandfather", "Conversation with the help desk in order to find out when the train arrives, on which dad arrives, ”etc.
There are many forms of role-playing games: “composing”, chain games, theatrical, role-playing, etc.
Small role-playing games can be part of the so-called " composed”, which are many in the course of N.F. Vinogradova "The world around" for class I. At the same time, the teacher gives the children the beginning of a story or fairy tale, and the children come up with, compose a continuation. For example, the teacher offers the children the following “invention”: “Three brothers met: March, April and May - and argued which of them is the most beautiful, hardworking and rich. Let's listen to the brothers and try to determine which of them is right ... ".
AT chain games one student continues the statement of another. This form of the game can be used when considering topics affecting the culture of relationships between people, ethical standards, etc.
For example, the teacher suggests naming relatives in a chain (mother, grandfather, father, uncle, sister, brother, etc.). It is impossible to repeat what has already been said.
Another type of role play is theatrical games. This refers to mini-performances in the lesson. Such a performance is related to the topic of the lesson, and the basis for it is small fairy tales, stories, poems and other works of art. The methodology for working on a mini-performance is as follows: the teacher introduces the children to the work, helps to distribute roles, offers dohma to learn the words of the role, prepare a costume or some of its elements. The performance is performed without special rehearsals. Only one task is set for child actors: to play their role so that everyone understands who he is by character (kind, evil, etc.). For example, for a theatrical performance, you can use the texts of N.N. Sladkova, V.V. Bianchi and other writers.
Another type of role-playing game used in teaching the world around is role-playing games. In the methodology for conducting such a game, it is important: 1) external design; 2) distribution of roles; 3) preparing children for the game; 4) knowledge about the objects of the game;
approximation of the game environment to the real one. Such games are good to play in nature, for example in the forest. Often they are timed to coincide with school holidays (for example, Forest Day, Bird Day, etc.).
Business games. Examples of such games are travel games. At the same time, participants travel along a certain route, consisting of stages-stations, on foot or on an imaginary plane, train, ship. Stations can be natural communities in their area, natural areas, countries of the world, etc. At each station, students complete tasks, answer questions and receive the appropriate points. The Kohmanda with the most points wins.
A business game develops children's imagination, teaches them to reason, compare, prove, and tell.
Mind games. These include puzzle games. Riddles are allegorical images of objects or phenomena that need to be guessed. Riddles often take a poetic form.
The main types of riddles are as follows:
a) riddles in which a description of an object or phenomenon is given by listing signs:
On the back of the needle
Long and spiky
And he curls up into a ball
There is no head, no legs (hedgehog);
b) riddles, in the description of which metaphors are used: many arms, but one leg (tree);
c) riddles-problems to be solved. They do not present a description of the object or phenomenon itself, but the literal composition of the word, its
denoting. Riddles-tasks can be of several forms: charades, metagrams, anagrams:
charades - in them you need to unravel a word consisting of several parts. Each part is an independent word. To guess the charade, first, signs of individual words, parts are given, and then a word is given, combined into one whole, which must be guessed. The charade is always guessed in parts, this makes it easier to guess as a whole. For example:
Beginning - note
Then - deer decoration,
And together - a place of lively movement (road);
metagrams - tasks based on the sequential change in the word of one or more letters. For example:
With "b" - I am painful,
With "m" - I devour clothes,
With "r" - the actor needs me,
With "s" - important for the cook (pain - mole - role - salt);
anagrams are riddles in which, when syllables and letters are rearranged, as well as when read from right to left, words acquire a new meaning. Letters cannot be added or left out. For example: road - cities, reed - mouse, kite - lace;
Developing thinking, riddles introduce children to the world around them. Riddles draw attention to such features of objects and phenomena that often go unnoticed. In other words, riddles are a body of knowledge about the world around us.
Riddles given in the form of a game are called quizzes.
Mind games also include games-analogues of television programs"Field of Miracles", "What? Where? When?", KVN, etc.
This is not a complete list of games and game exercises that a teacher can use in the educational process around the world. New games are constantly being developed: many teachers and methodologists are working on this.
For the teacher, the result of the game is always an indicator of the level of achievement of students in the acquisition of knowledge or in their application. Therefore, the game is an easy way and one of the ways to test knowledge.
Guys, today guests came to our lesson.
Let's turn to them, smile and greet them.
And you guys, good day and good mood.
Our attitude:
Let's greet each other.
Let's check the readiness for work:
Let's start our lesson
Take the Self-Assessment sheet, in the upper left corner mark your mood at the beginning of the lesson. Present to your neighbor. Postpone.
We meet again with our friends Masha and Misha. To find out their mood, we must overcome an obstacle: lay a bridge from the plank to each team and get to Masha or Misha
They came very angry, did not talk to each other. What happened. It turned out that. They went fishing and took these items with them:
(pictures: fishing rod, bucket, jar of worms, book, hooks). And then an argument ensued. Masha claimed that one item was definitely superfluous, but Misha did not agree with her and said that he was a boy and knew better than she what was needed for fishing. And that's it, the brother and sister parted in the corners and stopped talking. Guys, what do you think, is it necessary to help these guys to measure themselves, to resolve the dispute? Or should we mind our own business and not interfere?
What rules of communication do you think the guys violated?
After all, it is very bad when the guys are not friends. Of course, we will reconcile the guys and restore justice.
What item is superfluous for catching fish and why? Let's not just name him, but prove to Misha that he is wrong and offended his sister in vain.
What if a book is needed for a mother who will not fish, but reads it in a tent?
Can we generalize and say that a book is always an unnecessary item?
But in the life of any person, a book is the first friend and helper. Problem solved.
While fishing, Misha caught 5 fish, and Masha 3 fish. Who caught more fish and by how many? Prove that 5 is greater than 3.
How many fish did the guys catch in total? Show on the number fan. How did you know?
Masha and Misha again had an argument. Misha claims that the correct solution is 5 + 3, and Masha that - 3 + 5. Who is right?
Show on the fan the value of the sum 5+3, the value of the sum 3+5.
What did you notice?
Think what has changed?
Is it possible to do this in mathematics?
Let's check!
Formulation of the problem.
So, we need to find out whether it is possible to rearrange the terms. To understand this issue, I propose to conduct a study. Do you agree?
Then let's start. To explore means to understand, to establish. I propose to turn our class into a research laboratory. Each of us is an employee of this laboratory, a research scientist. We are all equal. We are colleagues. Colleagues are workmates. How will we work?
What goal have you set for yourself?
Working in pairs
Each pair receives circles, stars, squares, triangles in two colors
1g - 3 red and 4 green, 2g group - 2 blue and 6 yellow, 3g group - 5 red triangles and 3 blue, 4g - 1 white and 4 red stars
All groups receive a study plan,
(Slide with action plan)
1. Make up two addition examples using all the figures given to you.
2. Compare the results.
3. Draw a conclusion.
Decide who will be responsible.
So, colleagues, let's get to work. Remember to help each other
And I offer you guys a sweet rule. You can cut the apple (demonstration) in half. I put the halves together and get a whole apple. I'll swap the halves - it's an apple. Conclusion?
Let's open the tutorial to the desired page. 26 Name the page. Find number 2. What does the icon mean? Let's do it.
Do our rules match?
Scientists have noticed this feature for a long time. They even called it a mathematical law. Because the law is always fulfilled. It turns out that you and I, without outside help, made a scientific discovery! What good fellows we are!
Which one of the guys is right?
Prove it.
Formulate a conclusion.
And in ordinary life, where can we meet this rule?
Find and pair
5+3 7+2 5+2 19+76
3+5 2+7 2+5 76+19
Who will carry the balls faster Misha or Masha
What do the arrows point to?
So your answer is..
Make math notes for pictures
Make a conclusion.
Find the value of the sums by applying the rules we discovered in the lesson.
We open the workbook. p37 No. 2
We perform only 1 column (2 min)
Compare with sample. Rate your work. Well done.
Find number 4. Pay attention to your neighbor, help him find the right task if he finds it difficult.
Page №9 №4 (Chips)
Mutual verification. Praise if everything is done correctly. Help if a friend is having difficulty
Our lesson has come to an end.
What is your mood at the end of the lesson? Mark in the lower right corner.
Who's mood improved? Who got worse? - Why?
Who is sure that he has mastered today's material?
In the middle of the Assessment sheet, draw a hill and show where you managed to climb today, gaining knowledge. Present to the class.
Now rate yourself with circles
– Green “I’m doing great! I did it myself."
- Yellow - "I'm done! It was difficult for me today, but I managed.”
- red-I, actually, well done, but today I have a bad mood, I'm confused.
Guys, our lesson is over. You did a good job, we applaud our classmates and ourselves, of course
Let's stand up and turn our attention to our guests.
Dear guests, we have gifts for you, each student drew a goldfish for you, so that all your wishes come true.
